Praxis: Early Childhood Education 5025
Questions and Answers
Phonics
involves teaching children to connect sounds with letters/groups of letters. Ex.: (K) can
be represented by C, K, or CH spellings.
Phonemic Awareness
An exclusively oral language activity; refers to the understanding that spoken words are
made up of individual sounds called phonemes. Instruction in phonemic awareness
should be viewed as an important element of a balanced reading program in the early
elementary grades.
Learning Approach
the theory that language acquisition follows the basic laws of reinforcement and
conditioning i.e. memorize the rules
Linguistic Approach
based on letter-sound correspondence
Socio-cognitive Approach
A language acquisition theory that states that the different aspects of linguistic,
cognitive, and social knowledge are interactive elements of total human development.
5 Basic Types of Phonemic Awareness
1. Ability to hear rhymes and alliteration. (ex: kids listens to poem, identifies rhyme
words, teacher records words on chart.)
2. Ability to do oddity tasks (ex: recognize number of a set that is different.)
3. Ability to orally blend words and split syllables.
4. Ability to orally segment words (ex: ability to count sounds in a word - "hamburger =
ham-bur-ger = 3 sounds)
5. Ability to do phonics manipulation tasks (ex: replace the "r" sound in rose with a "p"
sound = pose.)
Morphology
,Refers to its rules for word formation. Are the smallest combination of sounds that have
a meaning. Prepositions, prefixes, suffixes, and whole words.
Semantics
Meaning of words and sentences
Syntax
Language rules that govern how words can be combined to form meaningful phrases
and sentences
Pragmatics
Describes how context can affect the interpretation of communication. SOCIAL USE OF
LANGUAGE ( EX: SAYING WRONG THINGS AT THE WRONG TIME.)
5 Stages of Language Acquisition
1. Acquisition learning hypothesis- difference between learning and acquiring language
2. Monitor hypothesis - Learned language "monitors" acquired language (ex:
GRAMMAR CHECKIN)
3. Natural order hypothesis - Learning of grammar - normal "natural order"
4. Input hypothesis - When conversation is on par with language ability. Able to talk in
convos and understand convos.
5. Affective filler hypothesis - be able to learn language if more relaxed and not all like,
"OMG."
Independent Reading
Reading level at which students can accurately recognize and comprehend words well
enough that no teacher guidance is needed. (95-100% accuracy).
Guided Reading
A teacher provides support for small, flexible groups of beginning readers. As students
read a text or book that is unfamiliar to them, the teacher works with them to teach them
how to use a variety of reading strategies. (92%-97% accuracy)
Whole Group Reading
Entire class will read the same text - teacher incorporates activities for phonics,
comprehension, fluency, and vocabulary
5 Critical Areas of Reading Instruction
,1. Phonemic awareness : is commonly defined as the understanding that spoken words
are made up of separate units of sound that are blended together when words are
pronounced.
For example, hearing and saying that the word cat has three sounds, or phonemes
/k/ /a/ /t/ is an example of phonemic awareness skill.
2. Phonics : a set of rules that specify the relationship between letters in the spelling of
words and the sounds of spoken language.
3. Fluency : recognizing the words in a text rapidly and accurately and using phrasing
and emphasis in a way that makes what is read sound like spoken language.
4. Vocabulary: words we need to know to communicate with others. There are four
types of vocabulary:
a.) listening: words we understand when others talk to us
b.) speaking: words we use when we talk to others
c.) reading: words we know when we see them in print (sight words and words we can
decode)
d.) writing: words we use when we write
Listening and speaking vocabularies are sometimes referred to collectively as oral
vocabulary.
5. Comprehension : constructing meaning that is reasonable and accurate by
connecting what has been read to what the reader already knows and thinking about all
, of this information until it is understood. Comprehension is the final goal of reading
instruction
Automacity (Automatic Reading)
Quick and accurate recognition of letters, words, and language conventions
Orthography
The art or study of correct spelling according to established usage.
3 Critical Skills That Students Need to Learn
1. Letter sounds
2. How to Sound out words
3. How to decode text to make new meaning
5 Theories of Language Acquisition
1. Acquisition learning hypothesis- difference between learning and acquiring language
2. Monitor hypothesis - Learned language "monitors" acquired language (ex:
GRAMMAR CHECKIN)
3. Natural order hypothesis - Learning of grammar - normal "natural order"
4. Input hypothesis - When conversation is on par with language ability. Able to talk in
convos and understand convos.
5. Affective filler hypothesis - be able to learn language if more relaxed and not all like,
"OMG."
×
Print Awareness
Children's understanding of the forms and functions of written language
Questions and Answers
Phonics
involves teaching children to connect sounds with letters/groups of letters. Ex.: (K) can
be represented by C, K, or CH spellings.
Phonemic Awareness
An exclusively oral language activity; refers to the understanding that spoken words are
made up of individual sounds called phonemes. Instruction in phonemic awareness
should be viewed as an important element of a balanced reading program in the early
elementary grades.
Learning Approach
the theory that language acquisition follows the basic laws of reinforcement and
conditioning i.e. memorize the rules
Linguistic Approach
based on letter-sound correspondence
Socio-cognitive Approach
A language acquisition theory that states that the different aspects of linguistic,
cognitive, and social knowledge are interactive elements of total human development.
5 Basic Types of Phonemic Awareness
1. Ability to hear rhymes and alliteration. (ex: kids listens to poem, identifies rhyme
words, teacher records words on chart.)
2. Ability to do oddity tasks (ex: recognize number of a set that is different.)
3. Ability to orally blend words and split syllables.
4. Ability to orally segment words (ex: ability to count sounds in a word - "hamburger =
ham-bur-ger = 3 sounds)
5. Ability to do phonics manipulation tasks (ex: replace the "r" sound in rose with a "p"
sound = pose.)
Morphology
,Refers to its rules for word formation. Are the smallest combination of sounds that have
a meaning. Prepositions, prefixes, suffixes, and whole words.
Semantics
Meaning of words and sentences
Syntax
Language rules that govern how words can be combined to form meaningful phrases
and sentences
Pragmatics
Describes how context can affect the interpretation of communication. SOCIAL USE OF
LANGUAGE ( EX: SAYING WRONG THINGS AT THE WRONG TIME.)
5 Stages of Language Acquisition
1. Acquisition learning hypothesis- difference between learning and acquiring language
2. Monitor hypothesis - Learned language "monitors" acquired language (ex:
GRAMMAR CHECKIN)
3. Natural order hypothesis - Learning of grammar - normal "natural order"
4. Input hypothesis - When conversation is on par with language ability. Able to talk in
convos and understand convos.
5. Affective filler hypothesis - be able to learn language if more relaxed and not all like,
"OMG."
Independent Reading
Reading level at which students can accurately recognize and comprehend words well
enough that no teacher guidance is needed. (95-100% accuracy).
Guided Reading
A teacher provides support for small, flexible groups of beginning readers. As students
read a text or book that is unfamiliar to them, the teacher works with them to teach them
how to use a variety of reading strategies. (92%-97% accuracy)
Whole Group Reading
Entire class will read the same text - teacher incorporates activities for phonics,
comprehension, fluency, and vocabulary
5 Critical Areas of Reading Instruction
,1. Phonemic awareness : is commonly defined as the understanding that spoken words
are made up of separate units of sound that are blended together when words are
pronounced.
For example, hearing and saying that the word cat has three sounds, or phonemes
/k/ /a/ /t/ is an example of phonemic awareness skill.
2. Phonics : a set of rules that specify the relationship between letters in the spelling of
words and the sounds of spoken language.
3. Fluency : recognizing the words in a text rapidly and accurately and using phrasing
and emphasis in a way that makes what is read sound like spoken language.
4. Vocabulary: words we need to know to communicate with others. There are four
types of vocabulary:
a.) listening: words we understand when others talk to us
b.) speaking: words we use when we talk to others
c.) reading: words we know when we see them in print (sight words and words we can
decode)
d.) writing: words we use when we write
Listening and speaking vocabularies are sometimes referred to collectively as oral
vocabulary.
5. Comprehension : constructing meaning that is reasonable and accurate by
connecting what has been read to what the reader already knows and thinking about all
, of this information until it is understood. Comprehension is the final goal of reading
instruction
Automacity (Automatic Reading)
Quick and accurate recognition of letters, words, and language conventions
Orthography
The art or study of correct spelling according to established usage.
3 Critical Skills That Students Need to Learn
1. Letter sounds
2. How to Sound out words
3. How to decode text to make new meaning
5 Theories of Language Acquisition
1. Acquisition learning hypothesis- difference between learning and acquiring language
2. Monitor hypothesis - Learned language "monitors" acquired language (ex:
GRAMMAR CHECKIN)
3. Natural order hypothesis - Learning of grammar - normal "natural order"
4. Input hypothesis - When conversation is on par with language ability. Able to talk in
convos and understand convos.
5. Affective filler hypothesis - be able to learn language if more relaxed and not all like,
"OMG."
×
Print Awareness
Children's understanding of the forms and functions of written language
